Orientador: Silvia Aparecida Mikami Gonçalves Pina / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-17T19:16:54Z (GMT). No. of bitstreams: 1 Marangoni_RenataFranca_M.pdf: 70597771 bytes, checksum: 7eb0bde3939ebdb8f44f39bc3e43def7 (MD5) Previous issue date: 2011 / Resumo: A maquete, assim como o desenho, tem papel fundamental no processo de elaboração de projetos de Arquitetura e Urbanismo. A maquete como modelo físico de escala reduzida do que está sendo projetado, seja um edifício ou complexo urbano, é um instrumento de extensão do desenho, com a vantagem de possibilitar a manipulação da terceira dimensão que é real. Durante o processo criativo, são importantes os estudos par meio dos modelos de massa para analisar o conjunto da volumetria e o impacto da sua implantação em relação ao entorno. Esse tipo de maquete alimenta a reflexão do arquiteto e revela-se de grande importância no processo de projeto. Os recentes avanços no processo de projeto tem ocorrido em uma abordagem "de cima para baixo", desprezando os requisitos tanto para abstração como do detalhe que estão envolvidos em um processo de desenvolvimento simultâneo. A maquete, nessa fase, é útil para testar idéias globais e, assim, enriquecer o processo, interagindo com as demais linguagens gráficas. A hipótese deste trabalho supõe que, na formação do arquiteto urbanista, as maquetes de concepção física e manual são fundamentais para treinar a habilidade de mão-olho, sendo importante instrumento para estimular o sensação e a percepção ao espacial e tectônica, contribuindo para o aguçamento do processo criativo na fase inicial do projeto. Assim, o objetivo da pesquisa consistiu em verificar como o uso da maquete de concepção física pode ser suporte criativo nas fases iniciais da forma ao dos arquitetos urbanistas. Para tanto, realizou-se uma pesquisa a ao por meio de oficinas de maquetes junto a alunos no estagio inicial de um curso de Arquitetura e Urbanismo. A partir da analise dos resultados, o trabalho aponta diretrizes gerais para o uso da maquete física manual como instrumento pedagógico de estímulo à criatividade na forma ao projetual dos arquitetos e urbanistas, bem como apresenta contribui 3o para a sistematiza ao e conscientiza ao do processo de projeto a partir da utiliza ao da maquete de concepção manual / Abstract: The model, as well as the drawing, plays a crucial role in developing of architecture and urban design process. The model as a reduced scale physical representation of what is being designed is an instrument that goes beyond the drawing, which includes the advantage of the possibility of manipulating the third dimension view. lt is important whether designing a building or urban complex. In the creative process it is essential to study through a mass model that provides the volume for further volumetric analysis as a whole and its surroundings impact. This kind of model feeds the architect's thinking and showed to be of great importance in the design process. Recent advances in the design process have occurred in a top-down approach, ignoring the requirements for both abstraction and detail involved in a process of simultaneous development. At this stage the model is used to test global ideas and thus enrich the process, interacting with other graphical languages. The hypothesis of this paper assumes that the studies through the conception, physical and handicraft models are fundamental to the of architect's professional constitution, once it practice the ability of hand-eye, being important instrument to stimulate the sense, the spatial perception and tectonics. It contributes to sharpening of the creative process in the initial phase of the project. The main goal of this research is to discover how the conception and physical models can be a creative support in the early stages of architect's education. To support this aim, model's workshops are performed and a research-action is developed along the Architecture and Urban Design students in the early stages of the educational process. The analyses of the results of this work point general guidelines towards the use of the physical and handcraft models as an pedagogical instrument that stimulates the creativity contributing to develop the designs of the Architecture and Urban Designers. Also it showed to contribute to systematization and awareness of the design process though conception model studies / Mestrado / Arquitetura e Construção / Mestre em Engenharia Civil

This research investigates the position of creativity within graphic design education in general, and within the Omani educational context specifically. It situates itself among three realms: education, design, and creativity, investigating the relationships, effectiveness, and interrogations among these three topics. Creativity is defined within this research and in relation to graphic design education as problem solving , which is explained also as a cultural activity, or a cultural production. Graphic designers can involve themselves effectively in solving communication, social, and cultural problems that are classified as wicked problems , which usually require creative solutions. It is argued that Omani graphic designers should be creative problem solvers and able to find effective solutions for these problems. Yet this is not the case in Oman, at least from an educational point of view. The research problem is that the Omani design education system lacks a framework that recognises creativity as an important concept in education. Such a lack creates a twofold problem: 1) underestimating the importance of creativity in Omani design education; and 2) a shortage of pedagogical structured programmes that can enhance students creativity. It is argued that this problem is a result of the neglected situation of creativity in Arabic traditional education in general. Traditional education usually does not support creative thinking in design students, which consequently minimises their roles in social and cultural change. Based on the above, this research aims to develop a pedagogical model that can enhance and promote creative potential within Omani graphic design students. This aim can be achieved through re-establishing the position of creativity within Omani design education and valuing creativity as integrated part of graphic design. It proposes that the pedagogical model can offer a systematic approach for lecturers, to guide them into the best practice to enhance the creative potential of their students. Therefore, this research, and the proposed model, is the first step towards improving the position of creativity in Omani design educational systems in general. The model would propose to help Omani graphic design students to develop their creative problem solving abilities, which can allow them to effectively find solutions for several social and cultural wicked problems faced in Oman, such as the increased rate of car accidents nationally). The model will contain some creative-thinking techniques, and some pedagogical strategies that are already used internationally in education to improve creativity. The relevant literature has been reviewed to study the techniques and strategies used internationally to improve the creative potential of graphic design students. A qualitative interpretative methodology was used to answer the research questions and fulfil the aims. A survey approach was used for this research, implementing two methods: questionnaires and interviews. The online questionnaire was conducted with 33 international participants. It investigated how creativity is defined within graphic design contexts; whether creativity can be taught or enhanced; if yes, How, and by which techniques and strategies? Which curriculum contents are most suitable and effective? And how to assess creativity within graphic design education?. The same set of questions was asked in face-to-face interviews conducted with 39 design lecturers. The participants in these interviews were local lecturers who teach graphic design courses at six Omani institutions. All of the collected data were analysed by a thematic analysis method, by coding and categorising them according to different themes that had been extracted earlier from the literature. The contribution of this research is in defining the concept of creativity through scientific research; more specifically by practical research conducting an international survey and local interviews. Through this approach, this research has collected ideas, insights and trends about creativity in graphic design and how it can be developed. Also, this research has advanced knowledge of the relationships among graphic design, creativity, and education, specifically in the Arabic region. It is an attempt to emphasise this new field. Moreover, this research has given a snapshot of differing views regarding creativity in design education as perceived by international lecturers versus Omani lecturers, through conducting a cross-cultural study by asking these two groups the same questions, which was an interesting comparison. Finally, the collected data were utilised to develop the proposed pedagogical model designed for graphic design lecturers who teach design courses within Omani design education. The pedagogical model is the main contribution of this research. It would be suggested to the Omani Ministry of Higher Education that the model should be part of the Omani undergraduate graphic design curriculum.